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目前民族贫困地区农村初中教师课程素养发展面临许多困难,如缺乏时代性、民族性,教师自主发展意识薄弱、时空矛盾突出等。其原因是多方面的,如自然、学校、教师培训和教师自身基础等。为走出困境,应借助教师内在教育信息和情意水平,采取灵活的、多样化的、“本土”的跨越式发展途径。
At present, the rural junior high school teachers in ethnic poverty-stricken areas face many difficulties in the development of their literary qualifications, such as the lack of the times and ethnicity, the weak awareness of autonomous development of teachers and the prominent conflicts in time and space. The reasons are many, such as nature, schools, teacher training and teachers’ own foundation. In order to get out of the predicament, teachers should take advantage of their internal educational information and affective level to adopt a flexible and diversified “local” leapfrog development approach.